SAQA

All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

General Education and Training Certificate: Tourism

SAQA QUAL ID	QUALIFICATION TITLE
22190	General Education and Training Certificate: Tourism
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CATHSSETA - Culture, Arts, Tourism, Hospitality and Sports Education and Training Authority			OQSF - Occupational Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National Certificate	Field 11 - Services		Hospitality, Tourism, Travel, Gaming and Leisure
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	123	Level 1	NQF Level 01	Regular-Unit Stds Based
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 0480/09	2009-07-01	2012-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2013-06-30		2016-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

A learner who has achieved this qualification will have a firm foundation of portable skills for further learning, an overview of key issues and practices in the tourism industry, and entry skills and knowledge relating to a specific area of tourism.

Learners will have achieved a GET level both in general education areas such as literacy and numeracy, and in a range of life skills, providing them with the platform from which to proceed into the FET band. Competence in language use and computation are key to further learning. Life skills such as study skills enable learners to engage successfully with further education and training opportunities. Other life skills give them an understanding of the contexts in which they live and work, including insight into technology, work and business environments, and issues such as health and ethics within society.

Learners with this qualification will also gain an introductory knowledge of the tourism industry, enabling them to understand the nature of tourists and tourism, recognise entrepreneurial opportunities in tourism, and apply core skills such as customer care in order to promote tourism. Through the elective component of the qualification learners will also be able to select a possible pathway or sector in which they can begin to apply specific skills in a tourism context.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that learners wishing to enter a programme leading to this qualification have demonstrated competence in the unit standards for ABET Level 3 Language and Communications, and ABET Level 3 Numeracy.

RECOGNITION OF PRIOR LEARNING

This qualification may be achieved in part or as a whole through the recognition of prior learning, according to the requirements of the standards.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

20 credits must be accumulated from any Fundamental Unit Standards from the field of Communication Studies and Language Level 1

16 credits must be accumulated from any Fundamental Unit Standards from the field of Mathematical Literacy Level 1

The elective component of this qualification is open-ended. If appropriate, learners may choose to include standards at NQF Level 2 and above from a specific tourism sector

EXIT LEVEL OUTCOMES

On achieving this qualification the learner will be able to:

Use language, literacy and communication to show a critical awareness of language usage; engage with a range of values in texts; identify, access, analyse, use and present information; use appropriate communication skills, conventions and structures for specific purposes and situations; explore and use a variety of strategies to learn; engage with meaning, organisation and structure in texts.

Use mathematics to work with numbers, number patterns, measurements, ratio and relationships, space, shape and mapping; and to understand the role of maths in the social, cultural, political and economic worlds.

Use learning and research methods which will help them analyse and organise information; utilise efficient time management and study skills; and undertake effective personal planning and self-management.

Function within a workplace environment and understand common workplace processes.

Recognise the role and impact of technology in society, and recognise and access appropriate and available technology in a specific context.

Pursue physical and mental health, and be aware of safety and security issues.

Be familiar with general business principles and practices at a basic level.

Show an understanding of social issues in general, and identify own values, ethics and social responsibilities.

Identify key features of tourists and the tourism industry in SA.

Recognise key role-players in the tourist industry, and use this knowledge to identify and select career opportunities in tourism.

Recognise business opportunities in tourism.

Apply principles of customer care and safety awareness in tourism.

Apply core skills and knowledge in tourism to a particular tourism context (e.g. hospitality, gaming, guiding or crafts).

ASSOCIATED ASSESSMENT CRITERIA

The learner must demonstrate an ability to consider a range of options and make decisions about;

Using communication, computational and learning skills effectively in order to make choices about further education and training.

Using information gathered about tourism to make appropriate decisions regarding career options.

Using knowledge of tourism and tourists to act in ways which promote tourism.

The learner must demonstrate an understanding of:

The nature and functions of a broad range of generic skills as a foundation for learning.

Good practice in the tourism industry.

Ethical and safety issues in tourism.

Key features of tourism.

The learner must demonstrate an ability to:

Apply learning skills and general knowledge in their personal, workplace and educational lives.

Apply skills relevant to a tourism context appropriately.

Work with others in both learning and work-oriented situations.

Integrated Assessment

Integrated assessment at the level of qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across unit standards to achieve competence that is grounded and coherent in relation to the purpose of the qualification. Integrated assessment should show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome.

Integrated assessment must judge the quality of the observable performance, and also the quality of the thinking that lies behind it. Assessment tools must encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Some assessment practices will demand practical evidence while others may be more theoretical, depending on the type of outcomes to be assessed, and the nature and level of the qualification. The ratio between action and interpretation is not fixed, but varies according to the demands of the qualification.

While the generic component (literacy, communication and life skills) of this qualification at NQF Level 1 can be assessed through occupational contexts and activities relating to tourism, care must be taken in both the learning programme and the assessment to ensure that these foundational skills are truly portable. The primary aim of this qualification is to ensure that learners have a sound base of general education to prepare them for further learning, whatever career path they may choose. Learners must be able to transfer generic skills such as language, computation and learning skills etc across a number of different contexts, and apply them within a number of learning areas.

A broad range of task-orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and disciplinary knowledge maintained so that each takes its rightful place

INTERNATIONAL COMPARABILITY

The bulk of this qualification is made up of the Fundamental components, reflecting foundational learning and generic skills and knowledge. These have been derived from best practice adult education both local and international. The core and elective components have been developed taking into account South Africa`s unique tourism context, but also looking at international best practice.

ARTICULATION OPTIONS

N/A

MODERATION OPTIONS

1. Anyone assessing a learner against these standards must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable achievement of these unit standards or will assess these unit standards must be accredited as a provider with the relevant ETQA.
3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

Therefore anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

In line with the SAQA principle of avoiding duplication, existing registered standards were used where possible. The issues that arose in this regard are documented in the Rationale accompanying this submission.

UNIT STANDARDS:

	ID	UNIT STANDARD TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Core	12540	Apply basic customer care in tourism	Level 1	NQF Level 01	7
Core	12539	Identify career opportunities in different sectors of the tourism industry	Level 1	NQF Level 01	4
Core	12543	Identify key features of tourism in South Africa	Level 1	NQF Level 01	4
Core	12542	Recognise principles and practices of entrepreneurship in tourism	Level 1	NQF Level 01	4
Core	12541	Understand the nature of tourists in and to South Africa	Level 1	NQF Level 01	4
Fundamental	7464	Analyse cultural products and processes as representations of shape, space and time	Level 1	NQF Level 01	2
Fundamental	7451	Collect, analyse, use and communicate numerical data	Level 1	NQF Level 01	2
Fundamental	7449	Critically analyse how mathematics is used in social, political and economic relations	Level 1	NQF Level 01	2
Fundamental	14443	Demonstrate a critical understanding of the role and impact of technology in society	Level 1	NQF Level 01	3
Fundamental	14444	Demonstrate an understanding of a general business plan and adapt it to a selected business idea	Level 1	NQF Level 01	7
Fundamental	14084	Demonstrate an understanding of and use the numbering system	Level 1	NQF Level 01	1
Fundamental	13999	Demonstrate an understanding of basic accounting practices	Level 1	NQF Level 01	4
Fundamental	7503	Demonstrate effective self-management skills	Level 1	NQF Level 01	2
Fundamental	7504	Demonstrate skills that relate to a safe and secure environment	Level 1	NQF Level 01	2
Fundamental	7463	Describe and represent objects and the environment in terms of shape, space, time and motion	Level 1	NQF Level 01	2
Fundamental	7501	Discuss one-to-one; family and community dynamics and value systems	Level 1	NQF Level 01	2
Fundamental	7487	Discuss the interrelationships between social justice, equity and democracy	Level 1	NQF Level 01	4
Fundamental	7526	Engage with aesthetic, affective, cultural and social values in texts	Level 1	NQF Level 01	3
Fundamental	7535	Engage with meaning, organisation and structure of texts	Level 1	NQF Level 01	3
Fundamental	7497	Explain human physical development and sexuality	Level 1	NQF Level 01	2
Fundamental	7534	Explore and use a variety of strategies to learn	Level 1	NQF Level 01	3
Fundamental	12536	Identify and select appropriate technology	Level 1	NQF Level 01	1
Fundamental	12537	Identify personal values and ethics in the workplace	Level 1	NQF Level 01	4
Fundamental	7528	Identify, access, analyse, use and present information	Level 1	NQF Level 01	4
Fundamental	10007	Identify, analyse and select business opportunities	Level 1	NQF Level 01	3
Fundamental	7524	Show a critical awareness of language usage	Level 1	NQF Level 01	3
Fundamental	12538	Show awareness of own social responsibilities	Level 1	NQF Level 01	1
Fundamental	12535	Understand the world of work	Level 1	NQF Level 01	5
Fundamental	7530	Use appropriate communication skills, conventions and structures for specific purposes and situations	Level 1	NQF Level 01	4
Fundamental	12534	Use basic learning and research skills	Level 1	NQF Level 01	4
Fundamental	7461	Use maps to access and communicate information concerning routes, location and direction	Level 1	NQF Level 01	1
Fundamental	7447	Working with numbers in various contexts	Level 1	NQF Level 01	6
Elective	8478	Create a guided experience for customers	Level 2	NQF Level 02	20
Elective	13584	Participate in sustainable tourism in South Africa	Level 2	NQF Level 02	5
Elective	8489	Understand and interpret our natural and cultural heritage	Level 2	NQF Level 02	5

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

NONE